Presenting E-Learning and Design Concepts Alicia Adams EDU 652 Dr. Rhia Roberts December 5, 2011

1. Presenting E-Learning and Design ConceptsAlicia AdamsEDU 652Dr. Rhia RobertsDecember 5, 2011

2. E-Learning Defined • E-learning is the use of technology to learn and teach information that one normally would in a traditional classroom setting. • E-learning can be used for educational purposes for schools, as well as for businesses that need help training their employees, and furthering their education. There are many forms of e-learning.

3. Forms of E-Learning • Stand-alone courses • Virtual-classroom courses • Learning games and simulations • Embedded e-learning • Blended learning • Mobile learning • Knowledge management

4. Forms of E-Learning defined • Stand-alone courses- self paced learning • Virtual-classroom courses- structured online • Learning games and simulations- activities that lead to discovery • Embedded e-learning- learning through computer programs • Blended learning- using various types of learning for one common goal • Mobile learning- learning while “on the go” • Knowledge management- e-learning for organizations, and not only for individuals

5. E-Learning Example • This video is an example from another online e-learning institute showing what they have to offer. Not only can students get their education this way, but companies can train their employees as well. • http://youtu.be/T5X3rwCvSeQ

6. E-Learning Design • E-learning design is the way of making an effective design to teach students the material necessary for a positive learning outcome • “Design is decision. Development is doing. Design governs what we do; development governs how we carry out those decisions,” (Horton, 2006). • Keeping this in mind we can decipher what is needed in our designs to complete a definitive guideline for an effective e-learning environment. • From here a good instructional design is needed to complete this task. • “The reality is whether or not we build courses, people still learn what they need to learn,” (The Rapid E-Learning Blog, 2011).

7. Instructional Design • “Instructional design requires selecting, organizing, and specifying the learning experiences necessary to teach somebody something. Good instructional design is independent of the technology or personnel used to create those learning experiences,” (Horton, 2006).

8. Instructional Design (continued) • Instructional design is what defines how effective an e-learning course is. • It can enhance the course materials and the functionality of it as well. • “The need for instructional design is being noticed in e-learning - both in corporate training departments and education institutions,” (Siemens, 2002).

9. Design Perspectives and Influences • There are multiple perspectives to consider when it comes to e-learning and design. • Instructional design • The theory how people learn and using that information to teach them. • Software engineering • Helps to build computer programs that are reliable. • Media design • The use of text, graphics, music, etc in our educational designs. • Economics • The costs of e-learning.

10. Design Perspectives and Influences (Continued) • It is important in e-learning to understand when using instructional design, that you do need the other aspects listed previously as well. • “In my experience, one of the most common mistakes is equating e-learning design with instructional design. I have worked with instructional designers who refused to consider any of the other factors. They produced designs that were never produced because they could not be realized with available technologies or cost too much,” (Horton, 2006). • It may take some time for people to actually be comfortable to use all of these aspects at one time, but in doing so it can make for a more effective e-learning experience.

11. Influence and Design Techniques • “Design can be applied at all levels of e-learning from whole curricula down to individual media components,”(Horton, 2006). • Learning Objectives: • Curriculum • Course • Lesson • Topic • Activity

12. Alignment of Learning Goals and Objectives • In e-learning and instructional design, it is important to come up with a goal of what the learning outcome needs to be for the course. • Two-steps help in doing so • Decide what is the driving force in the outcome that we want to achieve. • Describe how the project will help achieve that goal.

13. Learning objectives Defined • Curriculum • Academic programs that have degrees and/or certificates for a specific subject area. • Courses • What the curriculum consists of and where students learn about specific topics pertaining to their main goals. • Lessons • Where students learn objectives towards their main goals with their education. • Topics • Information used to accomplish a single level of the lesson • Learning activities • To provoke a certain learning experience.

14. Selection of Teaching Sequences • Teaching sequences are created when an instructor makes an early decision in the design process and then does later revisions. • There are two sequences that define this type of teaching and learning perspective. • Bottom-up • Top-down

15. Selection of Teaching Sequences (continued) • Sequences • Bottom-up • Teach pre-requisite objectives before objectives that require the pre-requisites. • Top-down • Starting off in the top objective as if they already qualify

16. Learning Activities • Used to provoke learning experiences • “Learning activities exercise basic skills, thought processes, attitudes, and behaviors,” (Horton, 2006). • “People learn by considering, researching, analyzing, evaluating, organizing, synthesizing, discussing, testing, deciding, and applying ideas,” (Horton, 2006). • Depending on the design any activities can be used. • There are three main types of learning activities.

17. Types of Learning Activities • Type 1 • Learner absorbed knowledge • Reading, watching or listening • Type 2 • Activity that has to do what they are learning • Practice a procedure or play a game • Type 3 • Connect what it being learned with work • Makes it easier to apply to learning later

18. References • Horton, W. (2006). E-Learning by design. San Francisco, CA: Wiley. • Siemens, G. (2002, September 30). Instructional design in elearning. Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm • Tom. (2011, February 15). Retrieved from http://www.articulate.com/rapid-elearning/e-learning-instructional-design-101/